There are various University and board in nepal here you can get all their information and result.
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- All Board Result Togrther. CTEVT RESULT
(In this site you can find result of TU SLC & HSEB )
CTEVT Council For Technical Education And Vocational Training
Research and Information Division This Division:
- Conducts follow-up/ tracer studies of TEVT graduates.
- Carries out feasibility studies for establishing new Technical Schools (TS).
- Conducts Training Needs Assessment (TNA).
- Conducts other research studies as per needs and request to the Division.
- Develops data based information system.
- Supplies TEVT related information to all the concerned stakeholders.
- Makes television programs to inform the public about its activities.
Moreover, It has experiences in providing consultancy in TEVT sub-sector and conducting massive research activities. These research products are used for training, planning and project proposal development.Micro Level Forum is one of the components of Research and Information Division. The objective of this program is to establish a forum for coordination among TEVT and Entrepreneurship Development (ED) stakeholders. It also aims to form better coordination between the technical education and the world of work so that this will help to establish a source of information for TEVT and ED.
EXECUTIVE SUMMARY OF JOB OPPORTUNIY OF DCE GRADUATES
The study on ‘exploring opportunity for DCE graduates from different CTEVT affiliated institutes’ was undertaken in July 2008. The study was basically focused on three main objectives: to identify the employment opportunity of diploma level graduates in IT sector, to explore various types of demand of IT professionals in the market and to collect feedback and comments for making prevailing curriculum of DCE more saleable in the market. In order to achieve the set objectives for the study, different methods were applied. Both qualitative and quantitative information were collected in the study. Journals, and books, in relevant field, IT professionals, teachers, and graduates of computer science, IT entrepreneurs, Higher Level IT Commission and other similar organizations from different districts were the main sources of information. A structured questionnaire was administered to 70 graduate students. Many Focus Group Discussions and Semi Structured Interviews were conducted with IT professionals, managers and teachers from different institutes. Based on these set objectives, the study assessed DCE course, and its market and opportunity. It also assessed status of employment, types of employment, income from employment, employer satisfaction, preferences on employment, perspective on employment opportunity and curriculum development. The study revealed that a more than 54 percent of DCE graduates were employed in different places in and outside the country. Majority of graduates were involved as a computer operator. Although range of salary is in between 5000-10,000 for graduates, employers in majority of the cases were found to be satisfied with their performance. It was found from qualitative discussion that despite low standard curriculum and poor management of institutions the DCE graduates have high demand in job market both in country and abroad particularly in gulf countries, Malaysia, Thailand, and India. Reasons provided behind it were: no high expectation of salary and less conscious to hierarchy and status. It was found to be important from the study that there is a need to change in the curriculum for DCE graduates to improve prevailing employment status. CTEVT seems to be weak in regular monitoring /supervision of its affiliated institutions. It seems true that CTEVT has to require massive marketing of significance and strength of DCE graduates. In this connection, CTEVT should approach to Public Service Commission, Ministries, corporate, industries and other potential employers to create position for DCE graduates. CTEVT should especially approach to PSE to create suitable post to DCE graduate while recruiting for government employment. It is the trend that PSC always recruit short term training holders of IT that has discouraged DCE graduates as they can reveal better performance and wider range of competencies as compared to short term training holder. It was found that students as well as IT professionals were not satisfied with the time given for practical classes. Existing theory course is relatively lengthy as compared to practical portion. So that it should be reversed and should have provision of internship. The study has been able to explore the areas of improvement by subjects, title and sections. Therefore, it would be good to revisit the curriculum for DCE graduates and plan accordingly before implementation through its affiliated institutes. Apart from this, government policy is equally responsible for not creating conducive environment to develop IT as an industry. Remarkable number of graduates was found to be engaged in self employment too. Those who are not getting job at present are also looking for self employment or taking initiative for entrepreneurship. Self employment/entrepreneurship doesn’t only provide employment to in itself it also creates job to other individuals too. Hence it has unseen positive impact in the job market. Field of IT has been expanding day by day even in remote areas of Nepal. Similarly young people are more attracting towards IT and its application. This is encouraging sign for widening job market of DCE graduate in the future.
EXECUTIVE SUMMARY OF LABOUR MARKETS NEED ASSESMENT
Technical and vocational education forms a fundamental part of a country's economy. It builds up human capital needed for the production of goods and services. It provides opportunities to target learners in acquiring knowledge and skills of a particular occupation needed for gainful employment. Although it is not possible to supply skilled human resource in all types of occupations required globally, Nepal can supply part of the semi skilled and skilled human resources required in the foreign employment market. However, due to lack of labor market assessment, the Technical Training Providers (TTPs) have been producing same type of human resource or labours based on traditional technology without considering changing national and international market needs that have changed with the global technological changes. Consequently, employment rate of TEVT graduates is at decreasing mode. Thus, national and foreign labor market needs assessment was urgently felt in order to modify TEVT curriculum so that the TEVT providers could produce skilled human resources as per the needs of global labor market. A study on national and foreign labor market needs assessment has become apparent with the emphasis on investigating: • Situation of internal (national) labor market; • Types of human resources required for internal as well as external labor market; • Types and areas of training required for the changing needs of the labor market. The objectives of this study were twofold: ? First, to identify the Human Resource Needs for internal as well as external labor market; ? Second, to identify the types and areas of training in order to fulfill the changing needs of the labor market. The study was limited to construction, mechanical, electrical, agriculture and hospitality sectors only. It has not covered health sector. Likewise, the study covered 22 districts only, and it was also limited to 95 business and industries and 30 foreign employment agencies, and 11 Nepalese workers returned from foreign employment only. The methodology of the study was as follows: I. This research mainly adopted survey technique of quantitative research using structured questionnaire. However, as required, qualitative data was also gathered through discussion with employers of business and industry and foreign employment agencies, and using semi-structured interview with politicians, social workers and intellectuals. Employers of business and industry. Moreover, interviews with politicians, social workers, and intellectuals as well as foreign employments agencies were also taken for collecting data. After analyzing the data, the following findings were enlisted: 1. In business and industry of Nepal, the number of unskilled workforce is found high. There was inadequacy of skilled workforce. 2. Although the business and industry have human resource development plan, it is geared up through informal training: The unskilled workers learn the skill through the skilled senior workers. Skill learned through such informal way does not have any formal system for skill level assessment. 3. In business and industry, new workforce is not frequently required. If they ever needed new workers, most business and industries get the workers through contact with friends and relatives. Very few business and industries advertise for vacancy. Because of lack of disciplined workers employers of business and industry reluctant to hire new workers through advertisement. 5. Because it is very difficult to get highly skilled workforce, and because of the requirement of skilled and/or highly skilled technical workforce for business and industry to the level of overseer and engineer, in line to the production of skilled or highly skilled technical workforce, establishment of a Technical University was preferred. 6. In order to make the workforce absorbable in the labor market, especially in the context of changing technology as well as competitive labor market that demands skilled and highly skilled workforce, identifying the kind and level of workforce need was preferred by business and industry (Refer to Table 16 for required technical workforce in accordance to New Technology). 7. The trend of workers’ turn over is quite high in business and industries. The main reason for leaving the job by the workers was attraction in foreign employment. Secondly, they left the job due to family reasons. However, family reasons also meant to go to foreign employment expecting to earn more than what is earned here in Nepal, so that he/she can look after the family well. 8. Although foreign employment was not regarded safe in terms of wage and other security, workers were found to leave the job to go for foreign employment with a hope to get higher wage or salary. However, the economic condition of the workers returning from foreign employment was not found that satisfactory. 9. Since the business and industry need skilled technical workforce, but they are not in position to hire new raw or unskilled / semi-skilled workforce frequently, the B & I are in need of multi-skilled workforce who can perform in different areas of work in the industries. 10. Nepalese workers worked mostly in service and production oriented work. The countries where most Nepalese workers went for employment are Malaysia, Qatar, Saudi Arabia, and Dubai. Few went to Singapore and UAE. 11. The occupations, which they worked in, were mainly Scaffolder, Room Service Manager, Service Assistant, Driver, Supervisor, Helper, and Electrician. However, it was also found that the work in abroad was different from what was signed for in the contract. On one hand, the workers are unskilled, even if they have training of few duration, this would not be enough to match the kind of job they do in foreign company. On the other hand, they were paid lower than the agreement. 12. Some workers learned skills such as driving (not mentioned whether heavy or light driving); Plumbing/Rigger/Mason/Painter/Scaffolder; Food and Hygiene; Plate making, Mobile repairing; and fire fighting (Damkal operation). These are the skills, which they could have easily learned in Nepal. 13. Although they learned the skill while working in foreign company, they were not able to use the skill here in Nepal, because of lack of technology that is compatible to the skills they learned or there is no job related to the skill they learned in foreign company. This gave clear indication that first, to identify the kind of skill required for foreign company where the workers are sent, then provide the identified skill training so that the person does not have to feel embarrassed to work in the foreign company. Workers sent to foreign are image of Nepal. Therefore, the concerned needs to work on to keep good image of Nepal. 14. While in foreign employment workers faced many other problems besides skill training problems. The main problems they faced were low salary than what was agreed upon; language problem, even illegal living, and sometimes they were homesick. These facts indicated that for Nepali youth foreign employment is not a choice but it is compulsion, because of lack of employment opportunity in the country as well as lack of skill to earn enough to support the family. Hence, returned workers suggested other Nepalese youth who intend to go for foreign employment to get related skill training before going for foreign employment.
::People with skills are the assets oeople
Tribhuvan University (TU) is a public university in Kirtipur, Kathmandu, Nepal. Established in 1959, TU is the oldest university in Nepal. A huge number of students, approximately 272,746 from all over Nepal and abroad, makes it the biggest university in Nepal and 22nd biggest in the world.
The University provides both undergraduate and graduate education. Currently, more than 2,400 courses are offered, of which 300 are for intermediate level courses (equivalent to Higher Secondary School), 1,079 are for undergraduate and 1,000 are for Postgraduate programs. The university has 65 integral colleges and more than 200 affiliated colleges throughout the country. Since it is government financed, it is less expensive than other private universities.
During its 48 years, the state-owned university has expanded its programs in different disciplines. There are five technical institutes and four non-technical faculties, which offer 300 courses in certificate, 1079 courses in bachelor and 1000 courses in master level. Currently, the total courses offered by the university number more than 2400.
Both technical and non-technical Ph.D. programs are available in different disciplines. TU offers a variety of courses of study as required by the nation. Recently TU decided to offer Biotechnology, Dietician, eMBA, Distance Learning Courses at the Master Level and an M.A. in Conflict Peace and Development. M.Phil courses have been started in the faculty of Management, Humanities and Education.
Before 1980, TU offered courses through its constituent campuses only. With the increasing number of students wishing to study at Tribhuvan University, it became necessary to establish colleges in the private sector; the constituent campuses of the university alone could not meet the demand. From 1980, TU began to accord affiliation to private colleges to conduct a variety of programs at different levels. In that year 24 colleges were affiliated to offer the certificate programs. So far 416 colleges, located throughout Nepal, have received affiliation.
There are altogether 272,746 students at TU who study at various levels. The majority of the students (167,114, or 61.27%) are in its 60 constituent campuses spread throughout the country and the remaining 105,632 (or 38.73%) are in the 416 affiliated colleges. Because of the lower fees and easy access,the number of students in constituent campuses is very high.Tribhuvan University has 6,160 teaching faculty members and 6,952 non-teaching staff, including support staff, in its constituent campuses.
Organization
TU is government financed, but still an autonomous organization . The Head of the government, the Prime Minister, is its Chancellor.
Chancellor
(Prime Minister)
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Pro-Chancellor
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Vice Chancellor
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Chairman Prof.
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Rector Prof.
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Registar
Council
Tribhuvan University has five decision-making bodies:- University Council
- Executive Council
- Academic Council
- Research Coordination Council
- Planning council
University Council is the supreme body that makes decisions on policies, budget, rules and regulations and the formation of special committees and commissions.
Executive Council implements operational decisions while the University Council accepts donations to the university. It makes decisions on grants, affiliation to private campuses and appointments of university officials.
Academic Council makes decisions on policies and practices regarding curriculum, teaching, examinations and research.
Research Coordination Council makes policies on TU research activities, approves guidelines for researchers and coordinates the functions of university level research organizations.
Planning Council has an advisory role of preparing plans (long and short-term), developing annual programs and evaluating programs implementation.
RECENT NOTICE FROM TU
PURVANCHAL UNIVERSITY
Purbanchal University
Office of the Examination Management
Biratnagar, Nepal.
Office of the Examination Management
Biratnagar, Nepal.
Tel No: +977-21-532022/534800
Fax: +977-21-528491
for the feedback and suggestions
Pokhara University, established under Pokhara University Act, 1997 of Nepal, aims to provide highly qualified research oriented graduates capable of contributing to the development of the nation.
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1 Faculty of Science and Technology
2 Faculty of Management Studies
3 Faculty of Humanities and Social Sciences
FACULTY OF SCIENCE AND TECHNOLOGY
Recognizing the need of adequately qualified and capable professionals in various disciplines of Applied Science and Engineering, the Faculty of Science and Technology conducts effective and useful programs.
Bachelor Level (4 Years in 8 Semesters)
Engineering Program1. Bachelor of Civil Engineering (BE Civil)
2. Bachelor of Electrical and Electronics Engineering (BE Electrical and Electronics)
3. Bachelor of Computer Engineering (BE Computer)
4. Bachelor of Engineering in Information Technology (BE IT)
5. Bachelor of Software Engineering (BE Software Engineering)
6. Bachelor of Electrical and Electrinics Engineering (BE Electrical and Electrinics)
7. Bachelor of Architecture (B Arch)
Biological Sciences Program
1. Bachelor of Science in Biochemistry (B.Sc. Biochemistry)
2. Bachelor of Pharmaceutical Sciences (B. Pharm)
3. Bachelor of Science in Medical Laboratory Technology (B. Sc. MLT)
4. Bachelor of Public Health (BPH)
5. Bachelor of Science in Medical Microbiology (B. Sc. Medical Microbiology)
6. Bachelor of Science in Medical Biochemistry (B. Sc. Medical Biochemistry)
7. Bachelor of Science in Nursing (B. Sc. Nursing)
Others
1. Bachelor of Computer Science (B. Sc. Computer)
2. Bachelor of Science in Environmental Management (B.Sc. Environmental Management)
Master Level (2 Years in 4 Semesters)
1. Master of Science in Environmental Management (M.Sc. Environmental Management)
2. Master of Computer Science (M.Sc. Computer Science)
3. Master of Science in Natural Resources Management (M. Sc. Natural Resource Management)
4. Master of Science in Construction Management (M. Sc. Construction Management)
5. Master of Science in Computer Science and Data Processing (M.Sc. CSDP)
6. Master of Engineering in Disaster Risk Management (ME Disaster Risk Management)
7. Master of Communication Engineering (ME Communication)
8. Master of Computer Engineering (ME Computer)
9. Master of Pharmaceutical Sciences (M. Pharm)
FACULTY OF MANAGEMENT STUDIES
Realizing the needs and demands of an increasing global market and complex business world, Pokhara University has established the Faculty of Management Studies to offer quality based programs of study in different areas of administration and management.
Bachelor Level (4 Years in 8 Semesters)
1. Bachelor of Business Administration (BBA)
2. Bachelor of Health Care Management (BHCM)
3. Bachelor of Hotel Management (BHM)
4. Bachelor of Travel and Tourism Management (BTTM)
5. Bachelor of Computer Information Systems (BCIS)
6. Bachelor of Computer Applications (BCA)
7. Bachelor of Business Administration in Banking and Insurance (BBA BI)
Master Level (2 Years in 4 Semesters)
1. Master of Business Administration (MBA)
2. Master of Business Administration (Executive) (MBA Executive)
3. Master of Healthcare Management (MHCM)
4. Master of Computer Information Systems (MCIS)
Post Graduate Diploma Level (1 Year in 2 Semesters)
1. Post Graduate Diploma in Computer Applications (PGDCA)
2. Post Graduate Diploma in Healthcare Management (PGDHCM)
The Faculty of Humanities and Social Sciences has been introduced, for the first time in Nepal, a three year M. Phil. Program (M.A. and M. Phil.) in English. This program addresses the core issues in education that of production and dissemination of knowledge, and that of the practical application, management and practices of such knowledge in the present and future times. Education of this nature involves innovations in, as well as departures from traditional course design and delivery, and a balanced approach between tradition and modernity. The faculty is determined to provide education that is attuned to the complexities arising from the rapidly changing national and global social, economic and cultural shifts.
1. Bachelor of Arts (BA)
2. Master of Arts in English (M.A. English)
3. Master of Philosophy in English (M.Phil. English)
4. Master of Population, Gender and Development (MPGD)
5. Doctor of Philosophy in English (Ph.D. English)
1. Bachelor of Arts (BA)
2. Master of Arts in English (M.A. English)
3. Master of Philosophy in English (M.Phil. English)
4. Master of Population, Gender and Development (MPGD)
5. Doctor of Philosophy in English (Ph.D. English)
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